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MMC 5422 Customer Research and the

Fundamentals of Online Testing Spring 2018

3 Credit Hours

Instructor Information Gregory Hamilton

Email: g.hamilton@jou.ufl.edu

Office Hours: by appointment

Course Website: http://elearning.ufl.edu/

Course Access Information This course is accessible within the Canvas Learning Management System (UF e-

Learning). To access it, go to http://lss.at.ufl.edu. Click the blue e-Learning button.

Login with your GatorLink account. Your course will be listed in the Courses Menu

within the navigation located on the left-hand side of the page. You may have to click

the “All Courses” link at the bottom of this section depending on the number of

previous course you have taken at UF.

Contact UF Helpdesk http://helpdesk.ufl.edu (352) 392-HELP (4357) if you have any

trouble accessing your course.

Course Overview The internet has enabled the greatest revolution in market research in history. Like

never before, marketers are able to test and analyze millions of real-time decisions.

Today’s marketers have the unprecedented opportunity to leverage the internet to peer

directly into the cognitive psychology of their customer’s thought processes and

decision patterns.

This course addresses the critical concepts and theories of online behavioral testing. It

covers the development and implementation of testing an offer, including the selection

of a research question, proper metrics to measure, validity assurance and data

interpretation.

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Course Objectives At the end of this course, students will be able to:

Explain how an organization can use the web to achieve a sustainable

competitive advantage.

Describe the different means used, in the context of advertising and marketing,

over the past 50 years to perform customer research.

Leverage customer data to inform the testing process.

Craft a research question, hypothesis and test question that can be tested using

the scientific method.

Discern the proper variables and values to effectively test proposed research

questions.

Identify the proper primary and secondary metrics to use when running a

behavioral test.

Detect the most common validity threats in online behavioral experimentation

such as the history effect, selection effect, sample distortion and instrumentation

effects.

Differentiate between the three factors that impact an experiment’s statistical

validity: internal, external and construct.

Interpret online behavioral tests to determine if the findings are conclusive or

inconclusive.

Craft a robust customer theory dossier.

Required Texts McGlaughlin, Flint. The Marketer as Philosopher: 40 brief reflections on the power of

your value proposition, 2014.

Hopkins, Claude. Scientific Advertising. New Line Publishing, 1923.

Reeves, Rosser. Reality in Advertising. New York: Knopf, 1961.

Mlodinow, Leonard. The Drunkard's Walk: How Randomness Rules Our Lives. New

York: Pantheon Books, 2009.

Mlodinow, Leonard. Subliminal: How Your Unconscious Mind Rules Your Behavior.

New York: Pantheon Books, 2012.

Additional readings are assigned throughout the term and are available in digital

format on Canvas in their respective assigned weeks.

Supplemental Texts Wiseman, Richard. Quirkology: How We Discover the Big Truths in Small Things.

New York: Basic Books, 2007.

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Kahneman, Daniel. Thinking, Fast and Slow. New York: Farrar, Straus and Giroux,

2011.

Course Philosophy and Expectations Mastery in this class requires preparation, passion and professionalism. Students are

expected, within the requirements allowed by university policy, to attend class, be on

time and meet all deadlines. Work assigned should be completed as directed. Full

participation in online discussions and activities is required.

My role as the instructor is to identify critical issues related to the course, direct

students to and teach relevant information, assign appropriate learning activities, create

opportunities for assessing student performance, and communicate the outcomes of

such assessments in a timely, informative and professional way. Feedback is essential

for students to have confidence that they have mastered the material — and for me to

determine that students are meeting all course requirements.

At all times, it is expected that students will welcome and respond professionally to

assessment feedback, treat fellow students, instructors and assistants with respect, and

contribute to the success of the class to the best of their abilities.

Ownership Education: As graduate students, you are not passive participants in this course. This class allows

you to not only take ownership of your educational experience, but to also provide your

expertise and knowledge in helping your fellow classmates. The Canvas shell will have

an open Q&A thread where you should pose questions to your classmates when

questions relating to an assignment or an issue come up at work. Your classmates, along

with your instructor, will be able to respond to these questions and provide feedback.

This also allows everyone to gain the same knowledge in one location rather than the

instructor responding back to just one student, which limits the rest of the class from

gaining this knowledge.

Course Specific Policies Attendance Policy: Requirements for class attendance, exams, assignments and other work in this course

are consistent with university policies unless specifically stated within this syllabus.

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These university policies can be found in the online catalog at:

https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx

Due to the delivery mechanism of this course, through an online asynchronously

manner, attendance in the form of calling roll will not occur. However, students are

expected to sign onto the course site at least once each day, Monday - Friday to check

for course updates in the announcements and discussion sections of the site.

Coursework Submission Policy: Students are expected to submit all coursework through the Canvas Learning

Management System unless otherwise approved in advanced by the instructor.

Late Work Policy: Students are expected to complete assignments by the day and time they are scheduled.

The following penalties will be applied to all work that is late for any reason — other

than those identified by the university policies, which can be found online at:

https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx

Point Deduction Duration of Lateness

5 Points Less than an hour

10 Points Greater than one (1) hour but less than 24 hours

15 Points Greater than 24 hours but less than 48 hours

25 Points Greater than 48 hours but less than one (1) week

50 Points Greater than one (1) week but before the end of the semester

Technical Issue Policy: From time to time the Canvas E-learning system will undoubtedly experience technical

issues. However, in most instances, technical issues when uploading work for a grade

will not constitute a valid excuse to submit work late without penalty.

Students are expected to compensate for technical difficulties by not waiting until the

last minute to submit work. Additionally, students are encouraged to submit completed

work to the instructor via UF email should they suspect there is a technical issue within

the Canvas E-learning system.

Any requests for make-ups due to technical issues MUST be accompanied by the ticket

number received from LSS when the problem was reported to them. The ticket number

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will document the time and date of the problem. You MUST email your instructor

within 24 hours of the technical difficulty if you wish to request a make-up.

For issues with technical difficulties for E-learning in Canvas, please contact the UF

Help Desk at:

Learning-support@ufl.edu

(352) 392-HELP - select option 2

https://lss.at.ufl.edu/help.shtml

Emergency and Extenuating Circumstances Policy: Students who face emergencies, such as a major personal medical issue, a death in the

family, serious illness of a family member or other situations beyond their control

should notify their instructor immediately.

Additionally, Students are advised to contact the Dean of Students’ Office if they would

like more information on the medical withdrawal or drop process:

https://www.dso.ufl.edu/care/medical-withdrawal-process/.

Lastly, students MUST inform their academic advisor before dropping a course,

whether for medical or non-medical reasons. Your advisor will assist with notifying

professors and go over options for how to proceed with classes. Your academic advisor

is Tiffany Robbert, and she may be reached at trobbert@jou.ufl.edu or at

distancesupport@jou.ulf.edu.

Measurement Breakdown Students’ progress in this course will be evaluated according to the following

distribution:

Item Percentage

Lecture Reinforcement Assignments 40%

Reading Reaction Posts 15%

Reading Discussion Comment Posts & Replies 10%

Quizzes 10%

Conducting an Experiment Project (Final Project) 25%

Total 100%

Grading Scale A (93-100) B (83-86) C (73-76) D (63-66)

A- (90-92) B- (80-82) C- (70-72) D- (60-62) B+ (87-89) C+ (77-79) D+ (67-69) E (Below 61)

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Final grades are rounded to the nearest whole number, therefore 92.7 is an “A,” but 92.3

is an A-. The university policies concerning this grading scale can be found at:

https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx.

Course and Assignment Details This course is comprised of lectures, readings, online discussions, class assignments,

activities and a final research project. Students are expected to watch all lectures and

contribute to class discussions by citing examples drawn from professional experience,

personal experience and course readings. Additionally, students are expected to

complete course assignments, activities and reading discussions. Lastly, a final research

project, due at the end of the term, will measure students' mastery of the Conversion

Heuristic through the examination of a real-world business case.

Lectures

The instructor will post a lecture video to Canvas for each of the 12 weeks as well as

related supplementary videos. For example, one supplementary video will consist of a

syllabus review. These videos will vary in length depending on the material but are

targeted to take between one hour and 1 ½ hours to complete.

It is the responsibility of the student to watch each of the lecture videos during the week

identified in the course schedule. Although it is possible to watch the videos at any time

and at any pace, keeping up with the videos week-to-week (per the schedule) is vital.

The videos are designed to build off each other as well as correspond with the weekly

readings and assignments. Lastly, students should be aware that it will be extremely

difficult to complete the Lecture Reinforcement Assignments without first viewing the

lecture video.

Lecture Reinforcement Assignments There is a total of ten (10) Lecture Reinforcement Assignments during the twelve-week-

long semester. These assignments provide students with theoretical and real-world

context for applying the material learned from the lectures. Specific details about each

assignment are provided within the "Assignments Tab" of Canvas. Lecture

Reinforcement Assignments are due at 11:59 p.m. EST on the Saturday of the week

assigned.

Each Lecture Reinforcement Assignment is awarded points according to quality of work and completion:

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100-90 Exceptional

89-80 Superior

79-70

Satisfactory

69-60

Less than

Satisfactory

Less than 60 Unsatisfactory

Analysis

(30%) Expertly draws

from lectures and

outside material

using both

analysis and

synthesis to

illuminate the

subject

Competently

evaluates lectures

and outside

material to

demonstrate a

superior level of

analysis and

synthesis

Evaluates

lectures and

outside material

to demonstrate

a reasonable

level of analysis

and synthesis

Evaluates

lectures and

outside material

to demonstrate

a basic level of

analysis and

synthesis

Related lectures

and outside

material are

presented

without analysis

or synthesis

Argument

(30%) Compelling and

persuasive

argument offered

through superior

writing and

conceptualization

Writing is

supported by

capable

argumentation,

including

conceptualization

and understanding

of topic

Writing falters

at times when

making a

compelling

argument, but

the main point

is clear and

supported

Writing is

haphazard with

minimal

evidence used

to support

argument

Argument is

unclear, either

through faulty

conceptualizati

on or

inadequate

framing of

arguments Examination

(25%)

All questions or

assignment

components have

been addressed

Almost all

questions or

assignment

components have

been addressed

Three quarters

of questions or

assignment

components

have been

addressed

Between three

quarters and

half of all

questions or

assignment

components

have been

addressed

Half or less

than half of all

questions or

assignment

components

have been

addressed

Sourcing

(10%)*

Demonstrates

superior sourcing

of lectures and

outside materials

that is sufficient

to substantiate an

argument

Demonstrates

competent

sourcing of

lectures and

outside materials

that is sufficient

to substantiate an

argument

Demonstrates

basic sourcing

of lectures

and/or outside

materials that is

sufficient to

substantiate an

argument

Minimal

sourcing of

either lectures

or outside

material, thus

insufficient to

substantiate an

argument

Sourcing of

lectures and

outside material

is absent and

thus insufficient

to substantiate

an argument

Grammar and

syntax (5%) Precise syntax and

superior usage of

grammar,

punctuation and

spelling

Proficient use of

syntax, grammar,

punctuation and

spelling that

assists in

understanding

overall argument

Syntax is clear,

and the

relatively few

grammar,

punctuation or

spelling errors

do not impede

understanding

Syntax is at

times garbled

and includes

errors in

grammar,

punctuation and

spelling, which

cause some

difficultly in

understanding

Syntax is

sometimes

garbled and

errors in

grammar,

punctuation and

spelling disrupt

understanding

* For any assignments that do not require the sourcing written material, full credit will

be granted for this category

Supplementary Reading Assignments During each week of the semester students will explore a selection of books, academic

journal articles, videos, and/or blog posts. These “readings” are designed to accomplish

one of two goals; either they enhance the students’ understanding of the topics covered

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during the weekly lectures or they present an opposing view. As such, it is

recommended that students complete the readings during the week identified in the

course schedule. Assessment of reading comprehension is accomplished through a

combination of posted reactions and group discussions of the assigned readings.

Reading Reaction Post: LinkedIn Article Students will generate between 350-500 words of reaction to the reading material per

week and publicly share it in the form of an article on LinkedIn. LinkedIn Articles

should:

Be predominantly comprised of analysis and insights from, or challenges to,

the material

Be written in a style suitable for the business audience found on LinkedIn

(Remember, this can be an opportunity to build your personal brand)

Include properly cited excerpts of the material or any external sources for the

audience to understand the context

o Note: While students are welcome to use longer quotations, quotations that are

more than 40 words in length (Block Quotes in the APA Style Guide) will not

contribute to word count requirements.

Include experiences from their personal or profession life as appropriate

Additionally, should it be more appropriate for their audience students have the

freedom to be hyper-focused on one specific topic or thought provoked by the readings,

such as Friction (f), “Clarity trumps persuasion”, or customer choice. Students are not

required to cover all assigned reading material in a single LinkedIn article.

To achieve full credit, a hyperlink to the students’ Reading Reaction Post (LinkedIn

Article) must be posted to Canvas by 11:59 p.m. EST on the Monday of the week

assigned.

Reading Reaction Post: Canvas Post (Alternative Option) Students will generate between 350-500 words of reaction to the material per week and

share it within the canvas discussion system. While reaction posts can provide a short

summary of the readings, they should predominantly be comprised of analysis or

insights from, or challenges to, the material. Note: Any quoted material that would fit

within the following parameter, if treated properly, will not contribute to reaction post word

count, “.”. Additionally, reaction posts must cover ALL the readings assigned for the

week to demonstrate that the student has fully completed the assigned readings.

Students are welcome to include outside materials such as external readings or

experiences from their personal or professional life. Students are expected to source any

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materials used in their posts in such a way that others can find the source, but are not

required to cite using APA or MLA format.

To achieve full credit, students’ Reading Reaction Posts must be posted to Canvas by

11:59 p.m. EST on the Monday of the week assigned.

Each Reading Reaction Post is awarded points according to quality of effort and level of

completion:

100-90

Exceptional 89-70

Satisfactory 69-60

Unsatisfactory

Analysis

(20%) Superior evaluation of all

reading(s) and provides an

insightful assessment of

topic(s) covered

Competent evaluation of all

reading(s) and provides a

sufficient assessment of

topic(s) covered

Minimal to little evaluation of

reading(s) and provides

limited assessment of topic(s)

covered

Argument

(20%)

Compelling and persuasive

argument offered through

superior use of both internal

and external materials and

experiences

Argument is accurately

supported by internal material

and generally supported by

relevant outside materials and

experiences

Weak argument is made due

to a minimal or haphazard use

of internal and external

materials or experiences

Sourcing

(10%) Superior sourcing of internal

and external material that

supports the discussion’s

main arguments

Adequate sourcing internal

and external material that

supports the discussion’s main

arguments

Sourcing of internal and

external material is absent or

haphazard thus insufficient to

sustain an argument

Grammar and

syntax (10%) Precise syntax and superior

usage of grammar,

punctuation and spelling

Syntax is clear and the

relatively few grammar,

punctuation, and/or spelling

errors do not impede

understanding

Syntax is, at times, garbled. It

includes errors in grammar,

punctuation, and/or spelling

which impede understanding

Examination

(20%)

Post is over 500 words Post is between 350 and 500

words

Post is less than 350 words

Reading Discussion Comment Posts & Replies To cultivate an ongoing dialogue about the reading material within the course, students

will be required to comment on the Reading Reaction Posts submitted by other students

as well as reply to comments submitted to their Reading Reaction Posts. These two

activities enable students to learn, not only from the instructor and the course material,

but also from each other.

Reading Discussion Comment Posts

Reading Discussion Comment Posts (Comments) must be submitted into at least two (2)

Reading Reaction Posts made by fellow students or the instructor each week.

Comments must be at least 100 words in length, but more importantly should add

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something of value to the conversation (be thought-provoking). The instructor will

evaluate the degree to which students’ posts add to the conversation in accordance with

the rubric. If it is deemed that a comment is simply being offered to fulfill the grade

requirement the instructor reserves the right to remove it from consideration. While

students are always welcome to submit more than two (2) Comments each week, no

more than two (2) comments will be counted toward a student’s grade in any single

week.

Reading Discussion Comment Posts must be posted in Canvas or on LinkedIn by

11:59 p.m. EST on the Wednesday of the week assigned.

Reading Discussion Comment Replies

Students will monitor the Reading Discussion Comment Posts added to their original

Reading Reaction Post and will reply to the first two (2) people to comment, should

another student or the instructor respond. If no comments are left in the original

Reaction Post by the deadline, students will be awarded full credit for this portion of

the assignment.

Reading Discussion Comment Replies must be posted in Canvas by 11:59 p.m. EST

on the Friday of the week assigned.

Reading Discussion Comment Posts and Replies are awarded points according to

quality of effort and level of completion:

100-90

Exceptional 89-70

Satisfactory 69-60

Unsatisfactory

Comment

Contribution

(20%)

Compelling and persuasive

response offered through

superior writing and

conceptualization of topic in

agreement or disagreement to

reactions posted

Provides adequate response

to reactions posted or

simply signals agreement

without further support

Haphazardly written, lacking

an evaluative response of the

reactions posted; neither

indicates agreement or

disagreement, etc.

Comment

Examination

(30%)

Two (2) comments submitted

that were more than 100 words

in length

Two (2) comments

submitted which were 100

words in length

Two (2) comments

submitted, both of which

were less than 100 words in

length or one (1) 100-word

comment submitted

Reply

Examination

(30%)

More than one (1) reply has

been made to the first two (2)

individuals who submitted a

comment or to more than two

(2) individuals

At least one (1) reply has

been made to the first two

(2) individuals who

submitted a comment

At least one (1) reply has

been made to the first

individual who submitted a

comment

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Discussion

Grammar and

Syntax (10%)

Precise syntax and superior use

of grammar, punctuation, and

spelling throughout discussion

Syntax is clear and the

relatively few grammar,

punctuation, and/or

spelling errors do not

impede understanding

throughout discussion

Syntax is, at times, garbled.

It includes errors in

grammar, punctuation,

and/or spelling which

impede understanding

throughout discussion

Quizzes Twice during the semester, students must complete quizzes intended to measure their ability to retain key concepts from the course material. These quizzes must be completed in Canvas during the dates open. See the course schedule for due dates.

Conducting an Experiment Project (Final Project) Students will demonstrate their mastery of the scientific method by performing an

experiment*. The experiment should follow, as closely as possible, the scientific method

outlined in the course and be loosely anchored within the academic disciplines of

marketing or advertising. To receive full credit, students must plan the experiment,

execute it, and document their experiences along the way.

*Upon approval of the instructor, students may substitute an online behavioral experiment to

satisfy the requirements of this assignment. In these instances, the student will be required to

perform all work themselves equivalent to the work found within the project. Exceptions can be

made for design and development work or experiments that are run in a live-environment.

Phase 1: Concepting

Students must generate three (3) experiment concepts of their own design and use the

provided Experiment Concept Document to submit them for approval to the instructor.

This document includes a one to three paragraph summary of each experiment and a

detailed description of the experimentation process that is envisioned to be used to

execute the experiment.

As a resource for brainstorming experiment concepts, students will receive a brief

outlining an example behavioral experiment which would be suitable for project

submission. Additionally, students are encouraged to use the optional text Quirkology:

How We Discover the Big Truths in Small Things by Richard Wiseman as another resource

for brainstorming experiment concepts.

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The Experiment Concept Document will only be officially graded for completion.

However, students must receive approval of their concept before proceeding to the

planning phase. The experiment concept document is to be submitted to Canvas by

the Saturday of WEEK 4 at 11:59 p.m. EST.

Phase 2: Planning

Students must generate a plan to execute their experiment and use the provided

Experiment Plan document to submit it to the instructor for approval. The planning

document should, at minimum, include: observations, research questions, hypotheses,

test questions, variables, values, and metrics for the experiment. Additionally, students

are encouraged to provide any other details they feel will be useful for executing their

experiment.

The Experiment Plan Document will only be officially graded for completion. However,

students must receive approval of their plan before proceeding to the execution phase.

The Experiment Plan Document is to be submitted to Canvas by the Saturday of

WEEK 8 at 11:59 p.m. EST.

Phase 3: Execution

Students are required to execute the experiment themselves, unless otherwise approved

in advance by the instructor.

While executing their experiment, students are encouraged to record and/or document

any personal observations made about the experiment process itself. Observations will

be required during the Research Analysis phase of the project and it may prove useful

to record them as-experienced.

Note: There is no formal deliverable for this phase.

Phase 4: Research Analysis

After conducting the experiment, students must analyze the results of their experiment,

and their experience with the experimentation process. This analysis will be compiled

into a five (5) to ten (10) page research brief.

First, students must use the provided MECLABS Test Protocol Tool to analyze the

results of their experiment. All experiment data should be recorded in this tool, even if

it was collected in another tool. Results analysis should include the identification of any

potential validly threats that could have affected the experiment as well as a calculation

of the Level of Confidence (LOC) achieved. Additionally, students should indicate if

their results would qualify to achieve a MECLABS Certification. (Note: Points will only be

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awarded for the identification of certification. Experiments are not required to be run until they

achieve certification.) Additionally, when analyzing their experiments findings, students

should include a discussion of their hypothesis. Was it supported or refuted and why?

Lastly, students should explore the implications of their findings as they relates to their

test subjects. What did you learn about this group? Why/How will this new information

be useful in future marketing efforts, etc.

Second, students are to devote at least one (1) but no more than four (4) pages of their

research brief to providing an in-depth analysis of their experience with the

experimentation process. While the only requirement within this part of the research

brief is to provide at least three (3) recommendations for improving the experiment

should it be run again in the future, students are encouraged to explore the entire

experimentation process. Students can discuss specific observations made during the

planning, execution, and analysis phases of the experiment. Additionally, students

could discuss any surprises that arose when conducting their experiment and/or

analyze the similarities and differences between their plan and its execution.

The research brief is to be submitted to Canvas in its entirety by Saturday of WEEK

11 at 11:59 p.m. EST.

The Conducting an Experiment Project (Final Project) is awarded points according to

the following scale: Exceptional

(100-90) Superior

(89-80) Satisfactory

(79-70)

Less than

Satisfactory

(69-60)

Unsatisfactory

(less than 60)

Experiment

Concept

Document:

Examination

(20%)

All questions

and/or assignment

components have

been addressed NA NA NA NA

Experiment

Plan

Document:

Examination

(20%)

All questions

and/or assignment

components have

been addressed NA NA NA NA

Research

Brief:

Experiment

Analysis

(20%)

Exceptional

analysis of

experiment

findings and

validity threat

identification.

Demonstrates Test

Protocol Tool

proficiency.

Superior analysis

of experiment

findings.

Adequate

validity threat

identification.

Demonstrates

Test Protocol

Tool proficiency.

Offers adequate

analysis of

experiment

findings and

validity threat

identification.

Demonstrates

Test Protocol

Tool familiarity

Inadequate

analysis of

experiment

findings and/or

validity threat

identification.

Demonstrates

no Test

Protocol Tool

familiarity.

Haphazard

analysis of

experiment

findings and/or

validity threat

identification.

Demonstrates

no Test

Protocol Tool

familiarity.

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but not

proficiency.

Research

Brief:

Experiment

Experience

Analysis

(20%)

Offers exceptional

analysis of the

experiment

experience itself,

including insights

from all phases of

the process.

Offers superior

analysis of the

experiment

experience itself,

including

insights from

several phases of

the process.

Offers adequate

analysis of the

experiment

experience itself,

including some

insights from the

process.

Inadequate

analysis of the

experiment

experience

itself, includes

only basic

insights from

the process.

Haphazard

analysis that

hampers ability

to determine if

any insights

were gained

from the

process.

Research

Brief:

Sourcing

(10%)

Exceptional

sourcing of

materials that are

more than

sufficient to

substantiate an

argument

Superior

sourcing of

materials that are

more than

sufficient to

substantiate an

argument

Competent

sourcing of

materials that are

sufficient to

substantiate an

argument

Minimal

sourcing of

material thus

insufficient to

substantiate an

argument

Sourcing of

material is

absent and thus

insufficient to

substantiate an

argument

Research

Brief:

Grammar and

syntax (10%)

Precise syntax and

superior usage of

grammar,

punctuation, and

spelling

Proficient use of

syntax, grammar,

punctuation, and

spelling that

assists in

understanding

overall argument

Syntax is clear

and the relatively

few grammar,

punctuation,

and/or spelling

errors do not

impede

understanding

Syntax is, at

times, garbled.

Errors in

grammar,

punctuation,

and/or,

spelling cause

some

difficultly in

understanding

Syntax is, at

times, garbled.

Errors in

grammar,

punctuation,

and/or, spelling

disrupt

understanding

University Policies University Policy on Accommodating Students with Disabilities: Students requesting accommodation for disabilities must first register with the Dean of

Students Office (http://www.dso.ufl.edu/drc/). The Dean of Students Office will provide

documentation to the student who must then provide this documentation to the

instructor when requesting accommodation. You must submit this documentation prior

to submitting assignments or taking the quizzes or exams. Accommodations are not

retroactive; therefore, students should contact the office as soon as possible in the term

for which they are seeking accommodations.

Students with Disabilities who may need accommodations in this class are encouraged

to notify the instructor and contact the Disability Resource Center (DRC) so that

reasonable accommodations may be implemented. The DRC is located in room 001 in

Reid Hall, or you can contact them by phone at 352-392-8565.

University counseling services and mental health services:

Counseling and Wellness resources

http://www.counseling.ufl.edu/cwc/Default.aspx

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352-392-1575

Netiquette All members of the class are expected to follow rules of common courtesy along with

applicable university policies in all online activities, as these are extensions of the

course. The university’s Netiquette guide can be found at: http://teach.ufl.edu/wp-

content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf

Failure to follow these guidelines will result in disciplinary measures, ranging from

grade reduction to course expulsion.

Additional Student Resources

Other resources are available at http://www.distance.ufl.edu/getting-help for:

Counseling and Wellness resources

o http://www.counseling.ufl.edu/cwc/Default.aspx

o 352-392-1575

Disability resources

Resources for handling student concerns and complaints

Library Help Desk support

Should you have any complaints with your experience in this course, please contact

your program director and/or student support coordinator at

distancesuppport@jou.ufl.edu or visit http://www.distance.ufl.edu/student-complaint-

process to submit a complaint.

Course Evaluation: Students are expected to provide feedback on the quality of instruction in this course

based on 10 criteria. These evaluations are conducted online at

https://evaluations.ufl.edu.

Evaluations are typically open during the last two or three weeks of the semester, but

students will be given specific times when they are open. Summary results of these

assessments are available to students at https://evaluations.ufl.edu/results.

University Policy on Academic Misconduct: Academic honesty and integrity are fundamental values of the University community.

Students should be sure that they understand the UF Student Honor Code.

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The University of Florida Honor Code was voted on and passed by the Student Body in

the Fall 1995 semester. The Honor Code reads as follows:

Preamble: In adopting this Honor Code, the students of the University of Florida

recognize that academic honesty and integrity are fundamental values of the University

community. Students who enroll at the University commit to holding themselves and

their peers to the high standard of honor required by the Honor Code. Any individual

who becomes aware of a violation of the Honor Code is bound by honor to take

corrective action. A student-run Honor Court and faculty support are crucial to the

success of the Honor Code. The quality of a University of Florida education is

dependent upon the community acceptance and enforcement of the Honor Code.

The Honor Code: “We, the members of the University of Florida community, pledge to

hold ourselves and our peers to the highest standards of honesty and integrity.”

On all work submitted for credit by students at the University of Florida, the following

pledge is either required or implied:

"On my honor, I have neither given nor received unauthorized aid in doing this

assignment."

For more information about academic honesty, contact Student Judicial Affairs, P202

Peabody Hall, 352-392-1261.

ACADEMIC HONESTY All graduate students in the College of Journalism and Communications are expected to

conduct themselves with the highest degree of integrity. It is the students’ responsibility

to ensure that they know and understand the requirements of every assignment. At a

minimum, this includes avoiding the following:

Plagiarism: Plagiarism occurs when an individual presents the ideas or expressions of

another as his or her own. Students must always credit others’ ideas with accurate

citations and must use quotation marks and citations when presenting the words of

others. A thorough understanding of plagiarism is a precondition for admittance to

graduate studies in the college.

Cheating: Cheating occurs when a student circumvents or ignores the rules that govern

an academic assignment such as an exam or class paper. It can include using notes (in

physical or electronic form) in an exam, submitting the work of another as one’s own, or

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reusing a paper a student has composed for one class in another class. If a student is not

sure about the rules that govern an assignment, it is the student’s responsibility to ask

for clarification from his instructor.

Misrepresenting Research Data: The integrity of data in mass communication research

is a paramount issue for advancing knowledge and the credibility of our professions.

For this reason, any intentional misrepresentation of data or misrepresentation of the

conditions or circumstances of data collection, is considered a violation of academic

integrity. Misrepresenting data is a clear violation of the rules and requirements of

academic integrity and honesty.

Any violation of the above stated conditions is grounds for immediate dismissal

from the program and will result in revocation of the degree if the degree previously

has been awarded.

Students are expected to adhere to the University of Florida Code of Conduct.

If you have additional questions, please refer to the Online Graduate Program Student

Handbook you received when you were admitted into the program.

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Course Schedule

Calendar

Week Lecture Reactions Comments Replies Assignments Quiz

Syllabus Introduction

1 The Web as a Living Laboratory N/A N/A N/A N/A

2 History of Customer Research 01/16* 01/17 01/19 01/20

3 Making Observations 01/22 01/24 01/26 01/27

4 Research Questions 01/29 01/31 02/02 02/03

5 Developing Hypotheses 02/05 02/07 02/09 02/10 02/10

6 Articulating Hypotheses 02/12 02/14 02/16 02/17

7 Test Prioritization 02/19 02/21 02/23 02/24

8 Determining Metrics 02/26 02/28 03/02 03/03

9 Executing a Valid Experiment - Part 1 03/05 03/07 03/09 03/10

10 Executing a Valid Experiment - Part 2 03/12 03/14 03/16 03/17 03/17

11 Customer Theory Part 1 - Interpretation 03/19 03/21 03/23 03/24

12 Customer Theory Part 2 – Testing Cycle 03/26 03/28 03/30 03/31

*Assignment or activity moved due to a University of Florida recognized holiday.

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Weekly Detail

Pre-course: Course Introduction and Syllabus Overview Video

Description

An introduction to the course, instructors and lecturers as well as an overview of

what students will learn during the semester.

Week 1: The Web as a Living Laboratory

Lecture Description

Students will be introduced to the unique and unprecedented nature of the web

and how it can be used as a living laboratory to study the cognitive decision

process of our customers and predict their future behavior.

Learning Outcome(s)

Explain how an organization can use the web to achieve a sustainable

competitive advantage

Required Reading(s) The Web as a Living Laboratory

The Marketer as Philosopher — Reflection(s) 01-02

Reality in Advertising — Chapter(s) 06, 36

Scientific Advertising — Chapter(s) 01, 04

Introduction Students are to post a short biography about themselves in the Week 1

Discussion Thread. Students are encouraged to include any appropriate personal

or professional information that other students would find useful or interesting.

Additionally, students may add statements concerning what they hope to

accomplish in this course or the effects on their career they anticipate from taking

the course. (Note: This is not a graded assignment.)

Week 2: The History of Customer Research in Advertising and Marketing

Lecture Description

From screening theaters to direct mail campaigns, this session will encourage

students to evaluate the approaches marketers have taken for over a century to

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understand their customers and to discover the key underlying framework that

lies beneath all the various approaches.

Learning Outcome(s)

Explore the different means used, in the context of advertising and marketing,

over the past 50 years to perform customer research.

Required Reading(s) Scientific Advertising — Chapter(s) 15, 21

Schmidt, Sarah. How Technology Is Changing Market Research.

Flecther, Brian. Five Reasons Why Market Research Matters (and Five Tips for

Using It).

Deacon, j. Experimental Design

Gibbons, S. (n.d.). Design Thinking 101.

Rohrer, C. (n.d.). When to Use Which User-Experience Research Methods.

Lecture Reinforcement Assignment Compose an essay exploring the future of optimization within the context of

marketing communication.

Week 3: Leveraging Customer Data to Make Insightful Observations

Lecture Description

Students will discover the true value of data in the business context as well as

how primary data can be utilized to generate insightful observations about

customer behavior.

Learning Outcome(s)

Leverage customer data to inform the testing process

Required Reading(s) Subliminal – Prologue & Chapter(s) 01-02

Whitenton. K. (n.d.). 5 Information Architecture Warning Signs in Your Analytics

Reports.

Harley, A. (n.d.). No More Pogo Sticking: Protect Users from Wasted Clicks.

Lecture Reinforcement Assignment Use the relevant steps from the six-step framework for Listening to Customer

Data to generate multiple observations from the provided data sets. Suggest a

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potential cause for each observation made and identify the customer behavior

that could be predicted should these observations be tested.

Week 4: Crafting Research Questions

Lecture Description

Students will learn to distill observations made from customer data into research

questions suitable for use in online behavioral testing. Students will learn how to

discipline an online experiment to yield the greatest potential customer insights

through the adoption of a five-point criteria for crafting a functional research

question.

Learning Outcome(s)

Craft a functional research question and effective hypothesis that can be tested

using the scientific method

Required Reading(s) Subliminal – Chapter(s) 03-04

Cardello, J. (n.d.). Define Stronger A/B Test Variations Through UX Research

Lecture Reinforcement Assignment Using the provided sets of data and/or observations, craft 2-3 research questions

that could be tested using the scientific method. Determine the feasibility for

testing these research questions by leveraging the five-point criteria.

Week 5: Developing Hypotheses

Lecture Description

A valid hypothesis does not necessarily equate to the most effective hypothesis

for testing our research question. How do we keep from wasting time and

money with a poorly crafted hypothesis?

Learning Outcome(s)

Craft a functional research question and effective hypothesis that can be tested

using the scientific method

Required Reading(s) Subliminal – Chapter(s) 05-06

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Lecture Reinforcement Assignment Use the Four-step Framework for Developing Hypotheses to turn the provided

research questions into effective hypotheses and test questions.

Quiz One

Quiz 1 due by Friday at 11:59 p.m. EST.

Week 6: Articulating Hypotheses: Treatments, Variables and Values

Lecture Description

While many organizations are running tests, they are not necessarily testing the

best hypothesis; therefore, they are not consistently achieving their maximum

conversion potential. How do we integrate our hypotheses in such a way as to

compound our results and consistently achieve dramatic gains?

Learning Outcome(s)

Discern the proper variables and values to effectively test proposed research

questions

Required Reading(s) Subliminal – Chapter(s) 07-08

Nielsen, J. (n.d.). A/B Testing, Usability Engineering, Radical Innovation: What

Pays Best?

Nielsen, J. (n.d.). Iterative User Interface Design.

Lecture Reinforcement Assignment

Examine the provided marketing collateral and hypotheses used to create real-

world experiments. Properly categorize the hypothesis used in these examples

and generate a wireframe for an additional (hypothetical) experimental

treatment that could be used to test these hypotheses. Clearly identify the new

variables and values used in the hypothetical treatment.

Week 7: Test Strategy: Prioritizing Research Questions and Hypotheses

Lecture Description

If the goal of all customer research is to enable the marketer to predict customer

behavior than a test must not only be valid, but also to be valuable. Students will

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discover a methodology for identifying the research question and hypothesis

combination that has the greatest potential for customer discoveries.

Learning Outcome(s)

Craft a functional research question and effective hypothesis that can be tested

using the scientific method

Required Reading(s) Subliminal – Chapter(s) 09-10

Lecture Reinforcement Assignment Use the provided sets of hypotheses and research questions as well as the two

keys to prioritizing tests to develop a comprehensive test strategy.

Week 8: Executing a Valid Experiment Part 1 – Common Validity Threats

Lecture Description

By nature, every online behavioral experiment carries risk when being used to

predict future customer behavior. How do I know I can trust my results to be

valid? What are the strategies for maximizing the probability that my

experiments will be predictive prior to experiment implementation?

Learning Outcome(s)

Detect the most common threats to executing a valid test, such as the history

effect, selection effect, sample distortion and instrumentation effects

Required Reading(s) Reality in Advertising — Chapter(s) 01-05

The Drunkard's Walk – Prologue & Chapter(s) 01-02

Nielsen, J. (n.d.). Internet Activity Bias Causes Lumpy User Behavior.

Lecture Reinforcement Assignment Examine the provided data sets and identify any validity threats present.

Describe the process you took to investigate, what validity threats you think

were present, and strategies for minimizing their effects should this experiment

be reconducted.

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Week 9: Executing a Valid Experiment Part 2 – Sample Distortion and

Level of Confidence

Lecture Description

By nature, every online behavioral experiment carries risk when being used to

predict future customer behavior. How do I know I can trust my results to be

predictive? What are the strategies for maximizing the probability that my

experiments will be predictive prior to experiment implementation?

Students will extend the conversation of validity threats to statistical certainty

and explore the three factors that determine an outcome’s statistical certainty.

Additionally, students will understand how to accurately calculate statistical

validity and Level of Confidence for an online behavioral test.

Learning Outcome(s)

Differentiate between the three factors that impact an experiment’s statistical

validity: internal, external and construct

Required Reading(s) The Drunkard's Walk – Chapter(s) 03-04

Nielsen, J. (n.d.). Risks of Quantitative Studies.

Lecture Reinforcement Assignment Determine the validity of an experiment by calculating the Level of Confidence

for the provided data sets. Then discuss the potential implications on the

business in the provided scenarios, should the treatment be implemented.

Quiz Two

Quiz 2 due by Friday at 11:59 p.m. EST.

Week 10: Interpretation – Part 1

Lecture Description

It is not enough to run a valid test; the marker must also understand why a

specific treatment won over the control and/or another treatment. Not all

experiments are created equal. In fact, properly identifying the primary and

secondary metrics to track in an experiment can ensure you achieve the deepest

customer insights.

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Learning Outcome(s)

Identify the proper primary and secondary metrics to use when running a

behavioral test

Required Reading(s) The Drunkard's Walk – Chapter(s) 05-06

Nielsen, J. (n.d.). User Satisfaction vs. Performance Metrics.

Lecture Reinforcement Assignment Given the provided real-world experiments, identify the primary and secondary

metrics that would produce the greatest customer insights.

Week 11: Interpretation – Part 2

Lecture Description

This session provides students with a framework to understand how to properly

interpret the results of an online behavioral experiment.

Learning Outcome(s)

Interpret online behavioral tests to determine if the findings are conclusive or

inconclusive

Required Reading(s) The Drunkard's Walk – Chapter(s) 07-08

Final Project

Due Friday at 11:59 p.m. EST.

Week 12: Customer Theory Development

Lecture Description

The goal of all customer research is to enable the marketer to predict customer

behavior. This session provides students with a framework for creating and

maintaining a robust customer theory throughout the behavioral

experimentation lifecycle.

Learning Outcome(s)

Develop a framework for crafting a robust customer theory

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Required Reading(s) The Drunkard's Walk – Chapter(s) 09-10

Lecture Reinforcement Assignment Given the provided documentation, develop a customer theory dossier.

Disclaimers The instructor reserves the right to make any modification necessary to this syllabus to

enhance the class learning opportunity. Such changes will be communicated via

Canvas.

From time to time, students may be required to use tools, programs and websites

outside of Canvas to complete course assignments. While students are welcome to use

paid versions of these tools, programs and websites, all criteria for assignments will be

able to be satisfied using free versions.